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Learning Episode 1

Learning goalTo understand the term ‘rhetoric’ and the origins of ‘rhetoric’

I think I can

To be extending, I need to take the following steps: My teacher thinks I can

Define the term rhetoric and identify examples where rhetoric might be called upon.Summarise the origins of rhetoric and the role key figures had to play in its development

Do it now taskRecap questions:

1. What is a noun?

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2. What is verb?

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3. What is an adjective?

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4. What is an adverb?

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Do it now task: Vocabulary1. Read the following definitions and examples.

Word Definitioncredibility Something that has credibility is believable or worthy of trust.

The speaker lost all credibility when it was revealed she had used someone else's speech

controversial If something is controversial, it is hotly disputed or up for debate.The prize winner turned out to be a controversial choice.Body piercing is a controversial topic.

inclusive Including something or somebodyFor your homework, please answer questions 5 to 17 inclusive.We want out school to have be an inclusive environment

manipulative If you say someone is manipulative, you disapprove of them because they skilfully or forcefully persuade other people to do

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what they want them to do.Fagin was manipulative in the way he got the boys to do his dirty work for him.

Contend To compete for something; to assert or argue for somethingShe contended for first prize.He contended that there was too much homework

2. Look, cover, write and check the following words five times in the table below.

1 2 3 4 5Credibility

controversial

Inclusive

manipulative

Contend

New knowledgeHave you ever wondered how to win an argument? Have you ever wondered how to persuade someone to do what you want? Have you ever wondered how to convince someone to change their mind about something? In order to be able to do any of these things, you will need to use rhetoric. Rhetoric is ‘the art of effective or persuasive speaking or writing.’ Rhetoric is used ALL of the time – you use it, your teachers use it, politicians use it, advertisements use it, celebrities use it.

Pen to paper: Why might people use rhetoric?Look at the groups of people below and consider why they might use rhetoric.

Who? Why might this person / these people use rhetoric?Me

My teachersA politician

A company such as Coca Cola

New knowledge

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Rhetoric originated in Athens in the second half of the 5th century BC through a group of teachers known as the Sophists. They were the first self-styled knowledge professionals who offered full intellectual training in which they claimed to be able to teach the secrets of their success. The believed that virtue could be taught, and that oration had set rules that anyone could learn. This was a challenge to the aristocracy who believed that excellence was innate.

There was an immediate backlash with Xenophon suggesting that ‘the sophists speak and write to deceive people for their own profit.’ Denouncing rhetoric as an intellectual art form, Socrates stated ‘It turns out, then, that rhetoric is an agent of the kind of persuasion which is designed to produce conviction, but not to educate people, about matters of right and wrong’ whereas he stated that ‘moral improvement rather than gratification and pleasure is always the reason for my saying anything.’

In 392 BC, Isocrates, one of the ten Attic orators and a courtroom speech writer, introduced a school of rhetoric. He disagreed with Socrates and felt that there was a connection between rhetoric and the logic of the inner mind, arguing that the arguments we use to persuade others when we speak in public, are also the arguments we employ when we deliberate in our own thoughts. Isocrates felt that there was a need for rhetorical deliberation in order to reach the best course of action.

Aristotle, an ancient Greek philosopher and scientist, also defended rhetoric. He believed that rhetoric itself was’ the faculty of observing in any given case the available means of persuasion.’ He felt that rhetoric was not simply about creating beautiful phrases, but about reading situations and seeing how elements of them could be deployed most effectively in order to win over an audience.

He believed there were three genres of rhetoric: forensic (for the courtroom), epideictic (for display – praise or blame) and deliberative (to persuade the audience to a specific course of action).

Aristotle also believed that there were three types of proof that a speech might contain: ‘The first kind depends on the personal character of the speaker; the second on putting the audience into a certain frame of mind; the third on the proof, or the apparent proof, provided by the words of the speech itself. These are the appeals to ethos (character) pathos (emotion) and logos (logic or discourse).

After Aristotle’s death, rhetorical study became an increasingly essential part of an upper class young man’s education – the linguistic culture was linked to social order and the upper classes were taught rhetorical exercises explicitly. It was also an exclusively male activity despite the technique of artful persuasion having connotations of feminine wiliness for the Romans. Orators therefore worked hard to

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assert their manliness through an erect posture, firm, but controlled gesture, and a tone of voice that avoided high pitches womanish screeching.

Pen to paper: Where did rhetoric originate?Explain the significance of each of the images / people below in developing rhetoric.

The Sophists

Xenophon

Socrates

Isocrates

Aristotle

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ReflectionWhat do you think?

1. Do you think rhetoric can be taught?2. Is rhetoric as Xenophon suggested a means of simply

getting what you want?3. Can you be persuasive if you don’t have a logical

argument to put forward?4. Which proof do you think is the most important: logos,

ethos or pathos?5. Why do you think rhetoric was limited to upper class

men only?

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Research how rhetoric continued to develop after Aristotle’s death.6

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My research about how rhetoric developed after Aristotle’s death

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Learning Episode 2

Learning goalTo understand the term ‘ethos’ and how a speaker might appeal to the audience using

ethosI think I can

To be extending, I need to take the following steps: My teacher thinks I can

Define the term ‘ethos’ and explain what it means to appeal to ethosExplain the methods a range of texts use to appeal to ethos.Construct the opening to a speech that uses an appeal to ethos

Do it now taskRecap questions:

1. What is rhetoric?

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2. Who were the Sophists?

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3. What criticism did Xenophon levy towards the Sophists?

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4. Why did Isocrates feel there was a connection between rhetoric and logic?

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5. Aristotle argued that rhetoric went beyond beautiful language. What did he say?

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6. What are the three genres of rhetoric?

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7. What are the three proofs of rhetoric?

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8. Who was rhetoric restricted to?

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Do it now task: Vocabulary1. Look, cover, write and check the following words five times in the table below.

1 2 3 4 5credibility

controversial

inclusive

manipulative

contend

2. Write the correct word alongside its definition in the table below.

Word Definitionpersuading other people to do what you want them to do, through force or trickeryto try and win something

when you believe in something or fully trust it

something that a lot of people might disagree with

including something or somebody

New knowledgeLast lesson we explored Aristotle’s viewpoint that there were three proofs of rhetoric: ethos, pathos and logos. In this learning episode, we are going to explore ETHOS.

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An appeal to ethos is an attempt to persuade by emphasising the good character of the writer (or speaker). It is an appeal to credibility.

For example: Trust me, I’m a doctor. Buy this phone because we are the leading

brand and your favourite celebrities use one too.

Yo, Big Shaq the one and only

Ethos is the fundamental connection a speaker makes with his or her audience.

From a speaker’s point of view, utilising ethos is about the ability to convey that you are trustworthy and have credentials.

From an audience’s point of view, an appeal to ethos is needed because the audience want to feel that you, as a speaker, are one of them; that you share their emotion; that you’re on the same team. They will want to see that you are credible, worthy of respect and of good character before they buy into your message, idea or product.

Ethos is the reason that big companies pay a lot of money for celebrities to endorse their products. The reasoning goes something like this: if our football boots are good enough for one of the best footballers in the world, then they must be good enough for you! You trust Taylor Swift to have good taste, right? Well she loves to drink our product!

Pen to paper: How do the following adverts appeal to ethos?Watch the following two advertisements and summarise how they appeal to ethos.

https://www.youtube.com/watch?v=qj19l4IrdfwHttps://www.youtube.com/watch?v=SviQfBuA9c0

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Pen to paper: What methods do texts use to appeal to ethos?Look at the following examples. For each one, consider the appeal to ethos.

A. In the introduction to a speech on techniques for successfully growing roses, Mary notes that she had a Ph.D. in horticulture and has been cultivating rose gardens since the time she was a child helping in her grandmother's garden. How will this statement support her appeal to ethos?

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B. Yesterday, you saw a fellow student and her friends leave a table overflowing with rubbish at lunchtime. As she walked away, she dropped an empty crisp packet on the floor. Today, she has been chosen to stand up in Assembly and give a speech persuading everyone to take care of the school environment.How does what you saw yesterday affect the appeal to ethos in her speech?

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C. Read this review of Adele's Glastonbury performance in 2015. Then answer the question below.

Adele’s Hilarious, Heartwarming Glastonbury Headline Set“It Was Like Watching One Of Us Up There On Stage”

Tens of thousands of people turned out to see Adele headline the Pyramid Stage at Glastonbury but she contrived to make it feel like we were huddled in a local village hall, watching someone we’ve known for years. It’s an extraordinary skill, to create a sense of intimacy at the biggest stage at the biggest festival in the world, but somehow the Tottenham singer pulled it off.

She opened, of course, with last year’s single ‘Hello’, changing the lyrics to “‘I’m in Glastonbury dreaming/Of who we used to be”. Before she performs ‘I’ll Be Waiting’, from second album ’21’, she told us, “I might have to go straight into another one, my darlings – I don’t know what to say to you yet.” Could the most famous musician in the

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world right now really be overwhelmed by Worthy Farm? Well, that’s Adele’s thing, isn’t it? She’s just like one of us.

A 10-year-old girl called Lyla was invited onstage to share her festival highlights – she enjoyed Jess Glynne and Bastille, and then Adele asked if anyone in the front row had been for a poo or a wee during the show. Is it all a bit an act from a mega-famous, filthy rich A-list singer? Perhaps. But it’s impossible to deny the communal atmosphere Adele forged tonight.

The show was about recognising the commonality everyone in that field shared. And, good Lord, it must have been the biggest crowd of the weekend so far. But Adele’s force of personality seemed to vacuum-pack the entire audience. She signed off after the moving ‘Someone Like You’ by promising, “I’ll see you later!” You half-expected to bump into her drinking a beer from a can in the tent next to yours afterwards.

Jordan Bassett, New Musical Express

How does Adele connect with the Glastonbury crowd? Describe Adele's appeal to ethos during her set.

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ReflectionThink about something that you have the experience, expertise or character to talk about. It could be a particular skill, something you know about or somewhere you have lived.

Write the opening to a speech you are going to give to an audience of people who have the same thing in common with you. Write your appeal to ethos to establish your expertise, credibility or character.

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Peer assessment:

What feature of form has been used in this writing?

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What effect does the use of this feature have on the audience?

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How might this feature influence the audience?

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Find your own text – advert, speech, newspaper article – that appeals to ethos. Explain how it does so below.

Learning Episode 3

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Stick your example below:

Learning goalTo understand the term ‘logos’ and how a speaker might appeal to the audience using

‘logos’I think I can

To be extending, I need to take the following steps: My teacher thinks I can

Define the term ‘logos’ and explain what it means to appeal to logosExplain the methods a range of texts use to appeal to logos.Create suggestions for an advertising campaign to help the company appeal to logos.

Do it now taskRecap questions:

1. What is ethos?

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2. Which of the following statements is an example of ethos?

A. He couldn’t have been there last night; he was seen at work at 10 pm.B. Trust me, I’ve been a forensic investigator for ten years and my judgment has never been wrong.C. He’s a dangerous man and if you let him walk free your child could be next.

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3. Why is an appeal to ethos important for a speaker?

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4. Why is an appeal to ethos important for the audience?

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5. Why might celebrities be used to appeal to ethos?

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Do it now task: Vocabulary

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1. Read, cover, write and check the following words five times in the table below:

1 2 3 4 5credibility

controversial

inclusive

manipulative

contend

2. Identify which of the two options would be a correct use of each word. Place a tick alongside your choice.

Word Definitioncredibility a person with a lot of qualifications in a subject

an anonymous report on twittercontroversial a new advert receives many complaints for sexism

someone complaining in a restaurant that their meal was not hotinclusive a school where only students from a particular religion are allowed to

attenda school where pupils are welcomed from many different religions

manipulative someone gives you a small gift before asking to borrow some moneysomeone buys you lunch because your Parent Pay account isn’t working

contend someone argues that today’s children face more stress than their parents didsomeone argues with someone else for pushing into the dinner queue

New knowledgeIn the last learning episode, we were exploring how speakers appeal to ethos. In this learning episode we are exploring how speakers appeal to LOGOS.

An appeal to logos is an attempt to persuade by sounding reasonable and logical. It is an appeal to logic.

For example: Buy this phone because it has better signal and more

memory than your current phone.

Aristotle placed a high importance on using logic to try and persuade people to do something. This makes sense: if you are able to explain to people why doing one thing will lead to another, or why a certain course of action is reasonable, then if they are sensible, reasonable people, it should appeal to them.

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Logos is a way of arguing calmly and carefully, using reason alone and not relying on emotion. Logos is a Greek word meaning “reason” or “rationality.”

This advert for a new toothbrush carefully explains why it works better than other toothbrushes:

This government advert gives clear reasons to persuade people it is a good idea to stop smoking:

To make an appeal to logos, think about the following:

1. Give reasons! Whenever you make a logical statement, you have to back it up with evidence.

2. Avoid getting emotional. When you write a paper, you’re probably tempted to write about subjects you feel passionate about. But this isn’t always the best

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idea! If you’re too passionate about the subject, you won’t be able to look past your own emotional perspectives, and that will make your paper less logical.

3. Think about counter-arguments in advance. If you can master this skill, you’ll be an expert at persuasion. Think carefully about what someone else might say against your argument. What is the strongest possible case you can make against yourself? If you can come up with good counter-arguments and respond to them logically, your argument will be irresistible.

Pen to paper: What methods are used to appeal to logos?Note: rhetoric is used a lot in politics. We will look at some political messages throughout this unit. In doing so we are not looking at whether or not we agree with the political message, but what makes it effective at persuading people.

A. In 2015, Britain had to decide whether or not to support military action in Syria, to attempt to defeat the terrorist organisation Daesh (also known as ISIS). The matter was debated in Parliament. Military action could only take place only if enough MPs supported it. Below is an extract from a speech by MP Hilary Benn which was seen as very effective in putting the case for air strikes against ISIS to Parliament. One of the reasons for this is its effective appeal to Logos. Read the speech and answer the questions.

It has been argued in the debate that airstrikes achieve nothing. Not so: the House should look at how Daesh’s forward march has been halted in Iraq. It will remember that 14 months ago, people were saying that it was almost at the gates of Baghdad, which is why we voted to respond to the Iraqi Government’s request for help to defeat it. Its military capacity and freedom of movement have been put under pressure. Of course, airstrikes alone will not defeat Daesh, but they make a difference: because they give it a hard time, making it more difficult for it to expand its territory. I share the concerns that have been expressed this evening about potential civilian casualties. However, unlike Daesh, none of us today acts with the intent to harm civilians. Rather, we act to protect civilians from Daesh, which targets innocent people.

I accept that there are legitimate arguments, and we have heard them in the debate, for not taking this form of action now. It is also clear that many Members have wrestled and, who knows, in the time that is left may still be wrestling with their conscience about what is the right thing to do. But I say the threat is now and there are rarely, if ever, perfect circumstances in which to deploy military forces.

Hilary Benn, Shadow Foreign Secretary, Speech to Parliament in support of military action against ISIS, 3 December 2015

Daesh – ISIS (so-called Islamic State in Syria), a terrorist organisation.18

How does Hilary Benn use logos when putting forward reasons for supporting military action?

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How does Hilary Benn show that he has thought about counter arguments from people who disagree with him?

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B. You are trying to persuade the school to change its policy on allowing mobile phones to be used in class. Your argument is that mobile phones give students immediate access to a range of learning resources on the internet and so will improve the learning environment.

Can you think of a counter argument to this? What would someone who disagreed with the proposal to allow students to use mobile phones in class say? How would you answer them?

Some might argue that..._____________________________________________

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However I would answer that by saying...________________________________

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ReflectionTesco are looking to run a new ad campaign. However, they are determined this campaign will appeal to logos rather than the emotional claptrap Sainsburys have put out. Suggest some ways in which Tesco can appeal to logos in their new advertising campaign.

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Peer assessment:

What feature of form has been used in this writing?

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What effect does the use of this feature have on the audience?

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How might this feature influence the audience?

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Find another advert that appeals to logos. Stick it on the next page and identify how it successfully appeals to logos and why this might help influence readers.

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How does your chosen advert appeal to logos? How might it influence a reader?

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Stick your advert here!

Learning Episode 4

Learning goalTo understand the term ‘pathos’ and how a text might appeal to an audience using

‘pathos’I think I can

To be extending, I need to take the following steps: My teacher thinks I can

Define the term ‘pathos’ and explain what it means to appeal to ‘pathos’Explain the methods a range of texts use to appeal to pathos.Explain why it is important that speakers and texts appeal to pathos.

Do it now taskRecap questions:

1. What is logos?

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2. Which of the following statements is an example of logos?

A. We must pass this law or else all of the starving country in this nation will die.B. Homelessness amongst children has risen 25% in this country in the past decade.C. As a social worker, I can tell you from my direct experience that things have got worse for children in this country.

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3. Why is an appeal to logos important for the audience?

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4. If you are appealing to logos, what should you avoid?

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5. If you are appealing to logos, what should you consider beforehand?

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Do it now task: Vocabulary1. Look, cover, write and check the following words five times in the

table below.

1 2 3 4 5credibility

controversial

inclusive

Manipulative

Contend

2. Choose the most appropriate word for each of the pictures below and write it in the box.

credibilitycontroversialinclusivemanipulativecontend

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New knowledgeOver the last two learning episodes we have looked at how speakers can appeal to ethos and logos. In this learning episode, we are going to explore how speakers can appeal to PATHOS.

An appeal to pathos is an attempt to persuade by using emotion. It is an appeal to emotion.

For example: Buy my phone so that I can afford to take my cute kitten

to the vet and pay for some life-saving treatment! You will never be happy in life if you do not seize this

opportunity!

Learning how to use pathos just might save your life! If you have credibility as a speaker (or writer) and have explained your case well, then it doesn’t hurt to get a little bit emotional as well. This doesn’t mean that you need to shed a tear – although sometimes that can be an effective tactic! – but you need to use your words to get your audience feeling.

We might say that logos comes from the mind, while pathos comes from the heart.

To make an appeal to ethos, consider the following:

Do your words evoke feelings? Do your visuals evoke emotional responses? Emotional connection can be created in many ways by a speaker, perhaps

most notably by stories. The goal of a story, anecdote, analogy and metaphor is often to link an aspect of our core message with a triggered emotional response from the audience.

Pen to paper: What methods are used in print advertising to appeal to pathos?

Pathos is used a lot in advertising. Look at the following images and answer the questions that follow.

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How does this advert make an appeal to pathos?

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How does this advert make an appeal to pathos?

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Pen to paper: What methods do televised advertisements use to appeal to pathos?

Now we will watch an advert for the bank, Nationwide (On your side for generations https://www.youtube.com/watch?v=6rTgukt4KWU) which is in the form of the story. The bank hopes that by watching the advert you will be persuaded to give your money to them. As you watch, note down all the parts of the story you think have been written as an appeal to pathos: designed to make you react emotionally.

Appeal to pathos – What emotion does the advert want you to feel?

How does it work to appeal to pathos? What happens in the advert

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to provoke that emotion?

What are Nationwide hoping to achieve by appealing to pathos in this advertisement?

ReflectionPathos is important in politics too.

In 2017, there was a General Election in the UK. Prime Minister Theresa May called the election and was expected to do very well. However, in the end her party did not win enough seats to form a government on their own. Some commentators have analysed the Prime Minister’s rhetoric to see why she was unable to persuade more people to vote for her.

Something missing in Theresa May’s speeches

Looking back at her speeches, today and throughout the campaign, there is a sense that something was missing. People have focused on her “cracking” voice in her acceptance speech in her constituency. Her voice wobbles during her interview with Andrew Neill were clear. But I think the problem was more fundamental.

When talking about persuasion or rhetoric it is not long before you get back to Aristotle. He set out Logos, Pathos and Ethos as three modes of persuasion. We often encourage clients to use a balance of these three based on the needs of the people you are trying to persuade.

What Aristotle can teach us about persuasion

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To keep things simple, let’s think of Logos, Pathos and Ethos as being Logic, Emotion and Credibility. Looking through Theresa May’s speeches she champions Credibility at every opportunity: strong and stable leadership, safety, security and certainty are her favourite terms.

Logic is light. She tends not to spend a lot of time giving out reasoned arguments but at least it gets some air time.

Emotion is the area that is pretty much completely missing. At no point during her acceptance speech or on the steps of Downing Street does Theresa May acknowledge the disappointment of the night’s results. Whatever your political preferences it is clear it was an awful outcome compared to expectations for her and for her party. By not even mentioning her feelings about this, the speech can seem remote or out of touch.

Sometimes you really do need to show some emotion

Looking back through the campaign, Pathos or emotion was consistently missing. I am not suggesting this is the reason for the result last night. It could be one factor behind the Prime Minister’s falling approval ratings. It is hard to warm to someone who shows no emotion. What I am suggesting is that when people know you must be hurting, failure to acknowledge any emotion makes a speech sound false. This could be what destroys the credibility that has been the basis of so much of her campaign.

In your own words, describe what the writer is saying is ineffective about the Prime Minister's speeches after the 2017 election.

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Learning Episode 5

Learning goalTo explore how Elizabeth I’s speech to the troops at Tilbury appeals to ethos, logos

and pathos.I think I can

To be extending, I need to take the following steps: My teacher thinks I can

Understand the context of Elizabeth’s speech.Understand what Elizabeth is saying to the troops.Identify where Elizabeth has appealed to ethos, logos and pathos in her speech.Analyse how the appeal to ethos, logos and pathos in Elizabeth’s speech would help to persuade the troops to fight well.

Do it now taskRecap questions:

1. What is pathos?

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2. Which of the following statements is an example of pathos?

A. As a medical doctor with twenty years of practice, I’ve seen the effects of smoking first-hand.B. If you don’t quit smoking today, everyone you know and love will be devastated because of your habit.C. Research has linked smoking with a higher prevalence of certain types of cancer, including lung cancer and leukaemia.

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3. How does pathos differ from logos?

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4. How does using pathos help a speaker build a relationship with their audience?

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Do it now task: vocabulary1. Read the following definitions and examples:

Word DefinitionPrivileged someone with an advantage or opportunity that most other people do not have

They were a very wealthy, privileged group of people.Parasite a small animal or plant that lives on or inside a larger plant or animal and gets

its food from itCats and dogs are often affected by fleas and other parasites

Significant a fact that is important or a number that is large enough to affect a situationA significant number of motorcycle accidents are caused by tiredness.

confectionery

sweets and chocolateCadbury’s is one of the UK’s oldest confectionery manufacturers.

consumption the act of eating or drinking; or using fuel; or buying and using thingsThe meat was unfit for human consumption. New laws have led to a decrease in energy consumption. Consumption of electronic goods has increased.

2. Look, cover, write and check the following words five times in the table below.

1 2 3 4 5Privileged

Parasite

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New knowledgeOver the past few learning episodes we have explored the history of rhetoric and focused in on Aristotle’s three proofs: ethos, logos and pathos. In the next few learning episodes we are going to explore how rhetoric is used in key speeches and how speakers attempt to appeal to ethos, logos and pathos as well as draw upon a range of structural techniques to deliver their message persuasively.

In this learning episode we are going to look at a piece of rhetoric: a speech made by Elizabeth I to soldiers at Tilbury. Elizabeth I’s Tilbury speech was given at a time

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of great worry and upheaval for England (19 August 1588). Elizabeth I had signed the death warrant for Mary Queen of Scots the year before, and the Spanish used this as an excuse to invade, which they had wanted to do for a long time. Elizabeth was Protestant and Spain was a great Catholic country. The Spanish believed that, if they had unseated Elizabeth I from the English throne, then they could put a Catholic upon it and return England to Rome.

The speech was given to the troops in Tilbury on the eve of the Spanish Armada. This is what Elizabeth I said:

1 My loving people,

2 We have been persuaded by some that are careful of our Elizabeth tells the troops that she wanted to deliver her speech to the troops in person – against advice. She trusts that her army won’t betray her.

3 safety, to take heed how we commit our selves to armed4 multitudes, for fear of treachery; but I assure you I do not 5 desire to live to distrust my faithful and loving people. Let6 tyrants fear, I have always so behaved myself that, under Elizabeth isn’t a tyrant. She

has faith in God and her people and trusts them with her life. She praises her people as loyal and having good will.

7 God, I have placed my chiefest strength and safeguard in 8 the loyal hearts and good-will of my subjects; and

9 Therefore I am come amongst you, as you see, at this time, Elizabeth tells the troops that she is not on the battlefield for her own amusement. She is there to fight beside the troops and lead by example.

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not for my recreation and disport, but being resolved, in the

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midst and heat of the battle, to live and die amongst you all;

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To lay down for my God, and for my kingdom, and my

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people, my honour and my blood, even in the dust. I know Elizabeth is willing to sacrifice her honour and life to protect the Church, kingdom and people.

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I have the body but of a weak and feeble woman; but I Elizabeth concedes that as the Virgin Queen she lacks physical strength but declares that she has the internal strength of a supreme ruler. She wants her troops to trust in her strength and be motivated.

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have the heart and stomach of a king, and of a king of

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England too, and think foul scorn that Parma or Spain, or

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Any prince of Europe, should dare to invade the borders Elizabeth is insulted that a foreign nation would dare try to invade England and will fight beside the troops to protect her honour against foreign invaders.

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of my realm; to which rather than any dishonour shall grow

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by me, I myself will take up arms, I myself will be your

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general, judge and rewarder of every one of your virtues

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in the field. I know already, for your forwardness you have Elizabeth says in return for their support, the troops will receive rewards and

30

crowns.22

deserved rewards and crowns; and we do assure you in

23

the word of a prince, they shall be duly paid you. In the

24

mean time, my lieutenant general shall be in my stead, than Elizabeth vouches for the leader of the battle.

25

whom never prince commanded a more noble or worthy

26

subject; not doubting but by your obedience to my general, Elizabeth foresees victory over the Spanish on account of her subjects’ loyalty, unity and valour

27

by your concord in the camp, and your valour in the field,

28

we shall shortly have a famous victory over those enemies

29

Of my God, of my kingdom, and of my people.

Pen to paper: How does Elizabeth I appeal to ethos, logos and pathos?Within this short speech, Elizabeth manages to appeal to ethos, logos and pathos. In pairs, or groups of three, can you identify where Elizabeth appeals to each.

1 My loving people,

2 We have been persuaded by some that are careful of our3 Safety, to take heed how we commit our selves to armed4 Multitudes, for fear of treachery; but I assure you I do not 5 Desire to live to distrust my faithful and loving people. Let6 Tyrants fear, I have always so behaved myself that, under7 God, I have placed my chiefest strength and safeguard in 8 The loyal hearts and good-will of my subjects; and9 Therefore I am come amongst you, as you see, at this time,10

Not for my recreation and disport, but being resolved, in the

11

Midst and heat of the battle, to live and die amongst you all;

12

To lay down for my God, and for my kingdom, and my

31

13

People, my honour and my blood, even in the dust. I know

14

I have the body but of a weak and feeble woman; but I

15

Have the heart and stomach of a king, and of a king of

16

England too, and think foul scorn that Parma or Spain, or

17

Any prince of Europe, should dare to invade the borders

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Of my realm; to which rather than any dishonour shall grow

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By me, I myself will take up arms, I myself will be your

20

General, judge and rewarder of every one of your virtues

21

In the field. I know already, for your forwardness you have

22

Deserved rewards and crowns; and we do assure you in

23

The word of a prince, they shall be duly paid you. In the

24

Mean time, my lieutenant general shall be in my stead, than

25

Whom never prince commanded a more noble or worthy

26

Subject; not doubting but by your obedience to my general,

27

By your concord in the camp, and your valour in the field,

28

We shall shortly have a famous victory over those enemies

29

Of my God, of my kingdom, and of my people.

Example/s from the speech

How does the example appeal

How would this appeal help to

32

to ethos, logos, pathos?

persuade the men to go into battle strong?

Appeal to ethos

Appeal to logos

Appeal to pathos

Reflection33

Now let’s put our notes into a cohesive piece of writing. To do this, we are going to use the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

Look at the paragraph I have constructed using this structure below:

Judgement (opinion)

Queen Elizabeth I addresses the troops at Tilbury

Evidence when she says ‘My loving people’Subject terminology

The appeal to ethos at the start of her speech

Understanding through inference and interpretation

Is created through the use of the personal pronoun ‘my’ to suggest that they belong to her and that they are part of one body or are on the same team. In addition, the use of the adjective ‘loving’ makes it clear that she believes that they ‘love’ her and are willing to sacrifice their lives for her in the battle that lies ahead forging an emotional connection with them.

Significance This appeal to ethos would make the soldiers at Tilbury feel as though they are united in their actions and make them think that Elizabeth appreciates them but that also she sees herself as part of the group of people going forward into battle which in turn would give the soldiers confidence.

Now you have a go. Construct one paragraph exploring how Elizabeth has appealed to logos or pathos in her speech using the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

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Peer assessment:

Look at the paragraph your partner has written. Using the key

statements below, decide whether you think their paragraph is

learning, mastering or extending.

Extending Mastering LearningMy partner has identified

a feature of form.

My partner has identified

a feature of form.

My partner has identified

a feature of form.

My partner has clearly

explained how what is

said appeals to logos or

pathos.

My partner has clearly

explained how what is

said appeals to logos or

pathos.

My partner has shown

that they have understood

how what is said appeals

to logos or pathos.

My partner has explored

different parts of what has

been said to offer a more

detailed response as to

how an appeal to logos or

pathos has been made.

My partner has written

about how what has been

said will have persuaded

the soldiers to be strong

as they go into battle.

My partner has used

subject terminology

(either logos or pathos)

My partner has written

about how what has been

said will have persuaded

the soldiers to be strong

as they go into battle.

My partner has used

subject terminology

(either logos or pathos

and other key terms)

My partner has used a

range of subject

terminology accurately

throughout

My partner is ________________________________________________________

To improve they need to _______________________________________________

35

Practise writing using the Judgement, Evidence, Subject terminology, Understanding and Significance structure by considering other ways in which Elizabeth appeals to ethos, logos and pathos.

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36

Learning Episode 6

Learning goalTo explore how Winston Churchill’s speech to parliament appeals to ethos, logos and

pathosI think I can

To be extending, I need to take the following steps: My teacher thinks I can

Understand the context of Winston Churchill’s speechUnderstand what Churchill is saying to parliamentIdentify where Churchill has appealed to ethos, logos and pathos in his speechAnalyse how the appeal to ethos, logos and pathos in Churchill’s speech would help to persuade parliament that Britain should support France again.

Do it now taskRecap questions:

1. In what year did Elizabeth I give her speech to the troops at Tilbury?

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2. Why were the Spanish keen to remove Elizabeth I from the throne?

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3. Identify one way in which Elizabeth I appeals to ethos in her speech.

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4. Identify one way in which Elizabeth I appeals to logos in her speech.

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5. Identify one way in which Elizabeth I appeals to pathos in her speech.

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Do it now task: vocabulary

37

1. Look, cover, write and check the following words five times in the table below.

1 2 3 4 5privileged

parasite

significantly

confectioneryconsumption

2. Write the correct word alongside its definition in the table below.

Word Definitiona special right or opportunity that only one person or group has

the amount of food that is eaten

someone who gets money or other things from other people but does nothing in return

something that is important or shows something

the Americans call this ‘candy’ and Australians call this ‘lollies’

New knowledgeIn the last learning episode, we were exploring Elizabeth I’s speech to the troops at Tilbury just before battle. In a similar vein, in today’s learning episode we are going to look at a famous speech made by Winston Churchill.

Churchill, the British Prime Minister at the time, made this speech on the 4th June 1940, at the House of Commons. He wanted to report on the evaluation of British troops from the beaches of northern France. Whilst 338,000 men returned, 34,000 troops were left behind to face death or the rest of the war in captivity. In his speech, Churchill praised the achievements of the Royal Navy during the evacuation. However, Churchill also warned Britain about the possible collapse of France, and that, consequently, she would stand alone against German and face an invasion. He left the House in no doubt as to what the resolution should be:

1 “I have, myself, full confidence that if all do their duty, if nothing2 is neglected, and if the best arrangements are made, as they 3 are being made, we shall prove ourselves once again able to 4 defend our Island home, to ride out the storm of war, and to 5 outlive the menace of tyranny, if necessary for years, if 6 necessary alone.

38

7 At any rate, that is what we are going to try to do. That is the 8 resolve of His Majesty’s Government – every man of them. That9 is the will of Parliament and the nation.

10 The British Empire and the French Republic, linked together in11 their cause and in their need, will defend to the death their native12 soil, aiding each other like good comrades to the utmost of their13 strength.

14 Even though large tracts of Europe and many old and famous15 states have fallen or may fall into the grip of the Gestapo and all16 the odious apparatus of Nazi rule, we shall not flag or fail.

17 We shall go on to the end, we shall fight in France,18 We shall fight on the seas and oceans,19 We shall fight with growing confidence and growing strength in 20 The air, we shall defend our Island, whatever the cost may be,21 We shall fight on the beaches,22 We shall fight on the landing grounds,23 We shall fight in the fields and in the streets,24 We shall fight in the hills;

25 We shall never surrender, and even if, which I do not for a 26 moment believe, this Island or a large part of it were subjugated27 and starving, then our Empire beyond the seas, armed and 28 guarded by the British Fleet, would carry on the struggle, until,29 in God’s good time, the New World, with all its power and might,30 steps forth to the rescue and the liberation of the old.”

https://www.youtube.com/watch?v=MkTw3_PmKtc

Pen to paper: How does Winston Churchill appeal to ethos, logos and pathos?

Within this short speech, Winston Churchill manages to appeal to ethos, logos and pathos. In pairs, or groups of three, can you identify where Elizabeth appeals to each.

Remember,

An appeal to ethos is an attempt to persuade by emphasising the good character of the writer (or speaker). It is an appeal to credibility.

An appeal to logos is an attempt to persuade by sounding reasonable and logical. It is an appeal to logic.

39

An appeal to pathos is an attempt to persuade by using emotion. It is an appeal to emotion.

1 “I have, myself, full confidence that if all do their duty, if nothing2 is neglected, and if the best arrangements are made, as they 3 are being made, we shall prove ourselves once again able to 4 defend our Island home, to ride out the storm of war, and to 5 outlive the menace of tyranny, if necessary for years, if 6 necessary alone.

7 At any rate, that is what we are going to try to do. That is the 8 resolve of His Majesty’s Government – every man of them. That9 is the will of Parliament and the nation.

10 The British Empire and the French Republic, linked together in11 their cause and in their need, will defend to the death their native12 soil, aiding each other like good comrades to the utmost of their13 strength.

14 Even though large tracts of Europe and many old and famous15 states have fallen or may fall into the grip of the Gestapo and all16 the odious apparatus of Nazi rule, we shall not flag or fail.

17 We shall go on to the end, we shall fight in France,18 We shall fight on the seas and oceans,19 We shall fight with growing confidence and growing strength in 20 The air, we shall defend our Island, whatever the cost may be,21 We shall fight on the beaches,22 We shall fight on the landing grounds,23 We shall fight in the fields and in the streets,24 We shall fight in the hills;

25 We shall never surrender, and even if, which I do not for a 26 moment believe, this Island or a large part of it were subjugated27 and starving, then our Empire beyond the seas, armed and 28 guarded by the British Fleet, would carry on the struggle, until,29 in God’s good time, the New World, with all its power and might,30 steps forth to the rescue and the liberation of the old.”

Example/s from How does the How would this 40

the speech example appeal to ethos, logos, pathos?

appeal help to persuade parliament that Britain would continue to fight alongside France.

Appeal to ethos

Appeal to logos

Appeal to pathos

41

ReflectionNow let’s put our notes into a cohesive piece of writing. To do this, we are going to use the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

Look at the paragraph I have constructed using this structure below:

Judgement (opinion)

Winston Churchill addresses Parliament

Evidence And states ‘if the best arrangements are made, as they are being made, we shall prove ourselves once again able to defend our Island home’

Subject terminology

The appeal to logos at the start of his speech

Understanding through inference and interpretation

Is created through his confidence in assuring parliament that they are skilled enough to ensure success, which they have proved once before. The use of the noun phrase ‘best arrangements’ appeals to logos because it suggests that highly skilled experts are putting the plan in to place to ensure success. This is coupled with the change in tense to the passive within an embedded clause ‘as they are being made’ to reassure that the plans are in hand and that Britain is ready to face its next challenge. The appeal to logos here is that Churchill has everything under control and is confident that the plans will guarantee success ‘again.’ The use of the adverb ‘again’ appeals to logos because Churchill emphasises they have been successful before and therefore there is nothing to fear if they plan to their previous standards.

Significance Parliament would have every confidence in Churchill whose track record is good and seemingly has everything well-organised to guarantee success once again.

Now you have a go. Construct one paragraph exploring how Churchill has appealed to ethos or pathos in his speech using the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

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Peer assessment:

Look at the paragraph your partner has written. Using the key

statements on the next page, decide whether you think their

paragraph is learning, mastering or extending.

43

Extending Mastering LearningMy partner has identified

a feature of form.

My partner has identified

a feature of form.

My partner has identified

a feature of form.

My partner has clearly

explained how what is

said appeals to logos or

pathos.

My partner has clearly

explained how what is

said appeals to logos or

pathos.

My partner has shown

that they have understood

how what is said appeals

to logos or pathos.

My partner has explored

different parts of what has

been said to offer a more

detailed response as to

how an appeal to logos or

pathos has been made.

My partner has written

about how what has been

said will have persuaded

the soldiers to be strong

as they go into battle.

My partner has used

subject terminology

(either logos or pathos)

My partner has written

about how what has been

said will have persuaded

the soldiers to be strong

as they go into battle.

My partner has used

subject terminology

(either logos or pathos

and other key terms)

My partner has used a

range of subject

terminology accurately

throughout

My partner is ________________________________________________________

To improve they need to _______________________________________________

44

Practise writing using the Judgement, Evidence, Subject terminology, Understanding and Significance structure by considering other ways in which Elizabeth appeals to ethos, logos and pathos.

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Learning Episode 7

Learning goalTo compare and contrast the appeal to ethos, logos and pathos in political speeches.

I think I can

To be extending, I need to take the following steps: My teacher thinks I can

Understand the difference between ‘compare’ and ‘contrast’ Identify connectives to compare and connectives to contrastIdentify similarities and differences between Elizabeth I and Churchill’s speech and the appeals to ethos, pathos and logos.Construct a comparative or contrastive paragraph exploring Elizabeth I and Churchill’s appeal to ethos, pathos and logos.

Do it now taskRecap questions:

1. Who was Winston Churchill?

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2. Why did Churchill give a speech to parliament in 1940?

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3. Identify one way in which Churchill appeals to ethos in his speech.

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4. Identify one way in which Churchill appeals to logos in his speech.

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5. Identify one way in which Churchill appeals to pathos in his speech.

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46

Do it now task: vocabulary1. Look, cover, write and check the following words five times in the table below.

1 2 3 4 5privileged

parasite

significantly

confectioneryconsumption

2. Identify which of the two options would be a correct use of each word. Place a tick alongside your choice.

Word Definitionprivileged Sixth Formers are not required to wear uniform like the rest of the school

Sixth Formers are studying for A levelsparasite a worm that lives in an animal’s gut and feeds on its contents

a small fly that feeds on leftover foodsignificant an important event that changes someone’s life

a very rich and luxurious robe that a king would wearconfectionery

a kind gesture that show you appreciate someonesome hand- made chocolates

consumption the amount of petrol used by a car on a long journeythe amount of unused food thrown away after a party

New knowledgeOver the past couple of learning episodes we have been exploring political speeches. In today’s learning episode we are going to compare and contrast the ways in which these two political speeches: Elizabeth I’s speech to the troops at Tilbury and Winston Churchill’s speech to parliament appeal to ethos, logos and pathos.

When we compare, we are looking to identify the similarities between two texts.

When we contrast, we are looking to identify the differences between two texts.

Pen to paper: What are some of the similarities and differences between Elizabeth I’s speech to troops and Winston Churchill’s speech to

parliament?

47

Have a think about the two speeches we have read so far, in what ways are the two speeches similar and in what ways are the two speeches different?

Similarities between the speech by Elizabeth I and Winston Churchill.

Differences between the speech by Elizabeth I and Winston Churchill.

New knowledgeWhen we compare and contrast texts, as in when we talk about the similarities and differences between texts, we can use connectives to indicate whether we think texts are similar or different. In the table below are some of the connectives we can use to compare and some of the connectives we can use to contrast.

Connectives to compare Connectives to contrastSimilarly,Likewise,Furthermore,Moreover,In the same way,Both

However,Whereas,On the other hand,In contrast to,Alternatively,

Pen to paper: how can I use connectives to link my ideas?Now, using the similarities and differences that you identified about the two texts in the chart above, construct a mini-paragraph using a connective for comparison or contrast that ties the ideas together. Look at my exemplar:

Elizabeth I’s speech is to the troops at Tilbury whereas Winston Churchill’s speech is to parliament.

Can you identify the connective I have used in the sentence above?

Am I using this connective to compare or to contrast?

48

Now you craft some sentences that explore the similarities and the differences between the two speeches using connectives for comparison or contrast.

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Now share your writing with someone else in the class. Ask them to identify the connective within each sentence and whether the connective is used for comparison or contrast.

Pen to paper: compare and contrast how Elizabeth I and Winston Churchill have appealed to ethos, pathos and logos.

Using your notes from the previous learning episodes, you are now going to compare how Elizabeth I and Winston Churchill have appealed to ethos, pathos and logos.

Note down an example of how Elizabeth I and Winston Churchill appealed to ethos, pathos and logos.

Then consider, is the way in which they made their appeal to ethos, logos or pathos the same or different.

Elizabeth I Winston Churchill Is the way in

49

which the appeal is made

similar or different?

How does this speech appeal to ethos?

‘My loving people’

Here, Elizabeth establishes her position and credibility with the troops.

‘We shall go on to the end, we shall fight in France,’

Here, Churchill is using the personal pronoun ‘we’ in an inclusive sense that we are all going to participate in one way or another.

How does this speech appeal to logos?

How does this speech appeal to pathos?

New knowledge: how to write a comparative or contrastive paragraphUsing these notes, can you construct a comparative or contrastive paragraph about the appeal to ethos, logos and pathos in Elizabeth and Churchill’s speeches. Before you do, have a look at my example below:

Both Elizabeth I and Winston Churchill appeal to ethos in their speeches. Elizabeth

I addresses her people when she says ‘My loving people’ which establishes her 50

position and credibility with the troops. In the same way, Churchill informs

parliament that ‘we shall go on to the end, we shall fight in France’ which also

confirms his position in that all of England will support France in one way or another.

Now answer these key questions:

1. Which word suggests that the two speeches are similar in that they appeal to ethos?

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2. What connective have I used to link my ideas?

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3. Is this a comparative or contrastive point?

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4. Why are the ideas I have expressed either similar or different?

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Pen to paper: Compare and contrast Elizabeth I and Churchill’s appeal to logos or pathos in their political speeches.

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ReflectionShare your paragraph with another person and ask them to respond to the key questions below:

1. What connective have I used to link my ideas?

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2. Is this a comparative or contrastive point?

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3. Why are the ideas I have expressed either similar or different?

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